Elective senior science starter. These ten 25-minute paper/model lessons sample QCAA Chemistry General senior syllabus 2025 v1.3, Unit 1 Chemical fundamentals — structure, properties and reactions, Topic 1 Properties and structure of atoms. Topic 1 is notionally 20 hours. This pack is 250 minutes (4 hours 10 minutes) of early conceptual work; it does not complete Topic 1, a 55-hour unit, Year 11 Chemistry, a practical investigation or a school assessment instrument. Chemistry is a chosen General subject, not a universal Year 11 requirement. School teachers decide pacing, real laboratory work, local safety and formal instruments.
Start here: Use the ten teacher scripts with the original atom/model cards, clean learner pages, three switchable routes per day and optional extra/home invitations. Three original A4 SVG/PDF aids with exact full-text/tactile routes support whole-class, small-group or individual work. Days 5 and 10 use two fresh public formative checks with separate public worked answers and next moves. Their URLs are open, so they are not secure examinations; use a locally unseen parallel card if prior access matters.
Narrow scientific target: Model an atom as a nucleus with protons/neutrons and electrons represented in distinct energy levels; keep the model's limits clear. Use atomic number Z = protons, mass number A = protons + neutrons, and left-hand nuclear symbol notation to find subatomic counts in selected neutral atoms and simple monoatomic ions. Recognise isotopes as the same element/Z with different neutron count/A. Electron loss/gain changes charge, not element or isotope. These are small, specified examples; there is no claim that a real everyday item contains exactly the invented atom inventory. A periodic-table decimal atomic weight is not the integer mass number of one isotope. See the exact syllabus point and taught-limit crosswalk and source/rights ledger.
Access and safety: Learners may read/annotate, move full-word numbered cards under their direction, or type/dictate/use AAC for the same calculation and explanation. Routes can switch without assigning a fixed learning style or disability label. A reader/scribe removes a barrier but must not provide the chemistry reasoning; log support. All tasks are paper-only models. There are no chemicals, flame tests, radioactive sources, specimens, mixing, tasting, medical history or diagnosis. Any later practical requires the school's qualified teacher and risk process. Fictional contexts never justify material safety, dose, purity, provenance or health claims.
The teacher/learner/supporter desk run reports what was simulated. The source and rights ledger and local file receipt support review and reuse. There has been no classroom pilot, translation validation, specialist accessibility review, cultural review or measured learning impact.
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